Student response systems are wireless devices used for engaging students. Many studies using student response systems have been conducted in larger lecture-type settings such as in colleges and universities. The purpose of this mixed methods study was to determine the effectiveness of student response systems in middle school math classrooms to determine if it was an effective tool for instruction. John Dewey’s theory of constructivism, which argued that learners must be actively involved in their learning, was the theoretical framework on which this study was based. This study examined the effectiveness of student response systems on middle school math students’ test scores and attitudes. Observations and interviews were analyzed through a coding process in which themes were generated, while survey data was entered into statistical software to identify the descriptive statistics for each survey item. Differences in pretest/posttest scores were evaluated. The results of this study revealed that, although there was not a significant increase in pretest and posttest scores, students enjoyed using the response systems and believed that response systems helped them in the learning process. Based on these findings, continued use of student response systems is recommended. Student response systems give teachers a means of presenting information and gauging comprehension while engaging students. Students learn using various learning styles and student response systems give teachers another avenue to meet those diverse styles of learning. Changes in delivery of instruction are needed to meet all learning styles of children today. Leaders in education should embrace technological changes and incorporate them into instruction. Student response systems may provide that change in instructional practices.